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Laura St. Germain, Amanda M. Rymal and David J. Hancock

described deliberate play as a critical component of elite performance, whereby athletes learn skills through exploration and creativity. Though elite sport performance is influenced by several other factors (e.g., genetics, psychology, access to coaches, social support, and birth advantages; see Baker

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Brad Thatcher, Georgi Ivanov, Mihaly Szerovay and Graham Mills

become increasingly accessible, sports performance has emerged as an area of interest, specifically in how coaches can obtain value from the use of VEs. In addition, as VR software and hardware components have become more powerful and less expensive, the sophistication of responsive sports-themed VEs has

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Jeffrey B. Ruser, Mariya A. Yukhymenko-Lescroart, Jenelle N. Gilbert, Wade Gilbert and Stephanie D. Moore

this study was to explore the relationships between gratitude and constructs that are central to student-athlete well-being, such as coach–athlete relationships (CAR) and athlete burnout. As such, we examined these relationships and reviewed the existing literature to illuminate how studying and

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Anne O’Dwyer and Richard Bowles

This paper provides an insight into how two volunteer coaches, Richard and Anne, supported each other’s learning as they coached a university-level Gaelic football team. Richard and Anne both work in the faculty of education in the university. They were both interested in improving their own

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Fiona Chambers and Robin Gregg

This paper highlights the status of coaching and coach education policy and practice on the island of Ireland. The island of Ireland represents a unique setting as it comprises a hybrid jurisdiction of (a) the United Kingdom and Northern Ireland and (b) the Republic of Ireland. A historical and sociopolitical backdrop provides insight into how key agencies develop coaching and coach education policy and practice in a highly complex dual environment. A five-step meta-synthesis process of data collection and analysis revealed key policy and practice issues on the island relating to (a) the coaching workforce and (b) coach education system.

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Corliss Bean, Majidullah Shaikh and Tanya Forneris

—as relationships with coaches and peers, for example, can be associated with learning social skills. However, Holt et al. ( 2017 ) advocated for adopting an explicit life skills approach, enabling opportunities for youth to learn and practice life skills in an intentional manner. This supports previous and ongoing

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Deborah L. Feltz, Teri J. Hepler, Nathan Roman and Craig Paiement

The Coaching Efficacy Scale (CES) measures beliefs coaches have to affect the learning and performance of their athletes. While previous research has provided support for the model of coaching efficacy and the CES as an adequate measure of the construct, these studies have used paid high-school and college coaches. It is possible that the factor structure of the CES may not replicate for volunteer youth sport coaches. The purpose of this study was to explore coaching efficacy sources used by volunteer youth sport coaches. In addition, the validity of the CES was examined, using a 5-point condensed rating scale, among volunteer youth sport coaches before exploring the sources. The study involved 492 volunteer youth sport coaches from various team sports. Confirmatory factor analysis indicated that the CES had an acceptable fit to the data. The sources of coaching efficacy were examined via multivariate multiple regression and canonical correlation. Results indicated that more confident coaches had more extensive playing and coaching backgrounds, felt their players improved more throughout the season, and perceived more support than did less confident coaches, particularly in regard to technique and game strategy efficacy.

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Julian North, David Piggott, Alexandra Rankin-Wright and Michael Ashford

There is increasing policy recognition of the potential of sport coaching and sports coaches to assist in the delivery of a range of important individual and social outcomes for participants and performers, for example, physical activity, health and well-being, improved confidence, and social

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Ryszard Panfil, Marcin Krawczynski, Piotr Marek and Lukasz Panfil

The purpose of this paper is to describe the current status of coaching and coach education in Poland. Currently, the dynamics of legal rulers that govern the sport coaching market in Poland are dictated by several broader phenomena, such as the globalisation of sport culture, European integration, decentralisation of power and deregulation of the labour market that has been occurring over recent years. The coaching labour market, which is determined by various needs of institutions and individuals, points to appropriate forms and methods of education for coaches. This new situation allows us to specify coaching roles and respective competences that are adapted to the dynamic needs of the market. It also allows Polish sport associations and “Akademia Trenerska” (“Coaching Academy”) to actively and innovatively stimulate the sport coaching labour market in Poland.

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Fernando Santos, Daniel Gould and Leisha Strachan

Research on positive youth development (PYD) through sport has provided valuable insight on how youth sport coaches’ may facilitate positive developmental outcomes such as leadership, respect, and teamwork ( Lacroix, Camiré, & Trudel, 2008 ; Trottier & Robitaille, 2014 ). Several descriptive and